Too often, traditional physics laboratory exercises have trained students to expect to follow rote procedures and confirm known results. Nationally, labs are being redesigned to help students to learn and to use practices of authentic scientific research. As instructors and departments make these changes, we must understand how students experience these shifts in both pedagogy, learning goals, and epistemology. This talk will present an overview of our work to study the range of students framing in multiple non-traditional introductory physics labs, with a focus on understanding how to support students to have an expectation (frame) of designing their own experiments and drawing their own conclusions from the data they collect This material is based upon work supported by the National Science Foundation under Grant No. DUE-2000739.